Preservice Physical Education Teachers’ Service Learning Experiences Related to Comprehensive School Physical Activity Programming

2017 ◽  
Vol 36 (4) ◽  
pp. 430-444 ◽  
Author(s):  
Collin A. Webster ◽  
Danielle Nesbitt ◽  
Heesu Lee ◽  
Cate Egan
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Service Learning ◽  
Learning Experiences ◽  
Physical Activity Promotion ◽  
Comprehensive School ◽  
Lessons Learned ◽  
After School ◽  
Physical Education Teachers ◽  
Activity Promotion

Purpose:The purpose of this study was to examine preservice physical education teachers’ (PPET) service learning experiences planning and implementing course assignments aligned with comprehensive school physical activity program (CSPAP) recommendations.Methods:Based on service learning principles, PPETs (N = 18) enrolled in a physical education methods class planned, implemented, and reflected on physical activity promotion events before, during, and after school for youth, staff, and parents. Data sources included focus group interviews, written reflections, field notes, and artifacts. Constant comparison techniques and triangulation guided data analysis and interpretation to identify overarching themes describing the PPETs’ successes, challenges, and lessons learned.Results:Four themes were identified: (a) outcomes with youth, parents, and staff, (b) communication, (c) planning and preparation, and (d) priorities and possibilities.Discussion/Conclusion:This study provides insight into the feasibility and outcomes of CSPAP-related service learning for PPETs, and uncovers promising aspects as well as potential issues with CSPAP implementation.

University and Community Partnerships to Implement Comprehensive School Physical Activity Programs: Insights and Impacts for Kinesiology Departments

2015 ◽  
Vol 4 (4) ◽  
pp. 370-377 ◽  
Author(s):  
Timothy A. Brusseau ◽  
Sean M. Bulger ◽  
Eloise Elliott ◽  
James C. Hannon ◽  
Emily Jones
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Comprehensive School ◽  
Lessons Learned ◽  
Relationship Building ◽  
Physical Education Teachers ◽  
Community Based Research ◽  
Physical Education Teacher Education ◽  
Teacher Education Faculty ◽  
Physical Activity Programming

This paper discusses lessons learned from the process of conducting community-based research with a focus on issues and topics of potential importance to leaders of departments of kinesiology. This paper is written from the perspective of physical education teacher education faculty implementing comprehensive school physical activity programming. Specifically, the paper focuses on the intersection of physical education and public health, the reconceptualization of training physical education teachers, related opportunities for community-engaged learning, and the process of relationship building in schools and communities. It is the authors’ intent that this paper will stimulate discussions relative to these topics among leaders of and faculty within kinesiology departments.

scholarly journals Moving through Motherhood: Involving the Public in Research to Inform Physical Activity Promotion throughout Pregnancy and Beyond

2021 ◽  
Vol 18 (9) ◽  
pp. 4482
Author(s):  
Victoria E. Salmon ◽  
Lauren R. Rodgers ◽  
Peter Rouse ◽  
Oli Williams ◽  
Emma Cockcroft ◽  
...  
Keyword(s):  
Physical Activity ◽  
Public Involvement ◽  
Service Providers ◽  
Physical Activity Promotion ◽  
Resource Development ◽  
Physical Activity Behaviour ◽  
Patient And Public Involvement ◽  
Lessons Learned ◽  
Activity Promotion ◽  
Development Outcomes

Information received by women regarding physical activity during and after pregnancy often lacks clarity and may be conflicting and confusing. Without clear, engaging, accessible guidance centred on the experiences of pregnancy and parenting, the benefits of physical activity can be lost. We describe a collaborative process to inform the design of evidence-based, user-centred physical activity resources which reflect diverse experiences of pregnancy and early parenthood. Two iterative, collaborative phases involving patient and public involvement (PPI) workshops, a scoping survey (n = 553) and stakeholder events engaged women and maternity, policy and physical activity stakeholders to inform pilot resource development. These activities shaped understanding of challenges experienced by maternity and physical activity service providers, pregnant women and new mothers in relation to supporting physical activity. Working collaboratively with women and stakeholders, we co-designed pilot resources and identified important considerations for future resource development. Outcomes and lessons learned from this process will inform further work to support physical activity during pregnancy and beyond, but also wider health research where such collaborative approaches are important. We hope that drawing on our experiences and sharing outcomes from this work provide useful information for researchers, healthcare professionals, policy makers and those involved in supporting physical activity behaviour.

Validity of Garmin Vívofit 1 and Garmin Vívofit 3 for School-Based Physical Activity Monitoring

2019 ◽  
Vol 31 (1) ◽  
pp. 130-136 ◽  
Author(s):  
Adam Šimůnek ◽  
Jan Dygrýn ◽  
Lukáš Jakubec ◽  
Filip Neuls ◽  
Karel Frömel ◽  
...  
Keyword(s):  
Physical Activity ◽  
Activity Patterns ◽  
Physical Activity Promotion ◽  
After School ◽  
School Based ◽  
Physical Activity Monitoring ◽  
Activity Promotion ◽  
Before School ◽  
Criterion Method ◽  
Free Living Conditions

Purpose:Activity trackers are useful tools for physical activity promotion in adolescents, but robust validity evaluations have not been done under free-living conditions. This study evaluated the validity of the Garmin Vívofit 1 (G1) and Garmin Vívofit 3 (G3) in different settings and contexts.Methods:The participants (girls: 52%, age: 15.9 [1.9] y) wore the G1 and G3 on their nondominant wrist and the Yamax pedometer on their right hip for a period of 1 week. Validity was examined in 4 discrete segments (before school, in school, after school, and whole day). The criterion method was the Yamax pedometer.Results:Both the G1 and G3 could be considered equivalent to the Yamax pedometer regarding the before school, in school, and whole day segments. The G1 showed wider limits of agreement than G3.Conclusions:The G1 and G3 trackers exhibited acceptable validity for 3 of the 4 segments (before school, in school, and whole day measurements). The results were less accurate during the after-school segment. The evidence that the validity of the monitors varied depending on the setting and context is an important consideration for research on adolescent activity patterns.

The Comprehensive School Physical Activity Program Model: A Proposed Illustrative Supplement to Help Move the Needle on Youth Physical Activity

2020 ◽  
Vol 9 (2) ◽  
pp. 112-121 ◽  
Author(s):  
Collin A. Webster ◽  
Judith E. Rink ◽  
Russell L. Carson ◽  
Jongho Moon ◽  
Karen Lux Gaudreault
Keyword(s):  
Physical Activity ◽  
Empirical Work ◽  
Physical Activity Promotion ◽  
Comprehensive School ◽  
Physical Activity Program ◽  
Activity Program ◽  
Activity Promotion ◽  
Youth Physical Activity ◽  
Solid Foundation ◽  
Model Set

Birthed over a decade ago and built on a solid foundation of conceptual and empirical work in public health, the comprehensive school physical activity program (CSPAP) model set the stage for a new and exciting chapter of physical activity promotion through schools. On the academic front, there has been much enthusiasm around the potential of CSPAPs to positively affect youth physical activity behaviors and trajectories. However, program uptake in schools has yet to take hold. This article examines the CSPAP model and proposes an illustrative supplement to enhance communication about its application. The authors begin by charting the model’s challenging contextual landscape and then highlight the model’s early successes in spite of such challenges. Subsequently, they turn their attention to limitations in the way the model is presented, which appear to undermine CSPAP advocacy, and focus on improving the messaging about CSPAPs as an immediate step toward increased implementation.

Chapter 9 Students’ Daily Physical Activity Behaviors: The Role of Quality Physical Education in a Comprehensive School Physical Activity Program

2014 ◽  
Vol 33 (4) ◽  
pp. 592-610 ◽  
Author(s):  
Wiyun Chen ◽  
Andrew J. Hypnar ◽  
Steve A. Mason ◽  
Sandy Zalmout ◽  
Austin Hammond-Benett
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Critical Role ◽  
Comprehensive School ◽  
Physical Activity Program ◽  
Physical Education Teachers ◽  
Physically Active ◽  
Fifth Grade Students ◽  
Elementary Physical Education ◽  
Activity Program

The purpose of this study was to examine the contribution of quality physical education (QPET) in a Comprehensive School Physical Activity Program (CSPAP) which is intended to promote physical activity (PA) behaviors in and outside of schools. Participants were nine elementary physical education teachers and their fourth- and fifth-grade students (n = 1111) in year one, n = 1012 in year 2). The student’s daily PA minutes were assessed using a 7-day PA log. The PE teachers’ levels of QPET were assessed by coding 63 videotaped lessons (Mlessons/teacher = 7.03, SD = .74) using the Assessing Quality Teaching rubrics (AQTR), which consisted of four essential dimensions including Task Design, Task Presentation, Class Management, and Instructional Response. Codes were confirmed through interrater reliability (82.4%, 84.5%, 94%). Data were analyzed through descriptive statistics, bivariate correlations, multiple R-squared regression models, and independent sample t tests. The results indicated that the overall QPET practices (R = .126, R2 = .02, F = 32.387, Sig.= .000, P < .01) and all four essential dimensions (R = .127, R2 = .02, F = 8.560, Sig.= .000, P < .01) were significant contributors to students’ student daily PA behaviors. These predictors were significantly higher in girls (R = .157, R2 = .03, F = 6.15, Sig.= .000, P < .01) than boys (R = .113, R2 = .01, F = 3.57, Sig.= .007, P < .01). The Instructional Response was a significant predictor of PA among girls (β = .12, t = 2,068, Sig. = .039, P < .05 level), but not boys. Further, students’ who experienced high QPET were significantly more physically active than those students who did not have this experience (t = 4.334, df = 2089, Sig. = .000, P < .01). It was concluded that the QPET practices played a critical role in promoting students’ daily PA engagement in and outside of schools.

scholarly journals Origins of perceived physical education ability and worth among English adolescents

2016 ◽  
Vol 24 (2) ◽  
pp. 165-180 ◽  
Author(s):  
Toni Hilland ◽  
Nicola Ridgers ◽  
Gareth Stratton ◽  
Zoe Knowles ◽  
Stuart Fairclough
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Physical Activity Promotion ◽  
Self Esteem ◽  
Higher Order ◽  
Focus Group Interviews ◽  
Expectancy Value ◽  
Activity Promotion ◽  
Group Interviews ◽  
Feedback Perceptions

Predisposing factors of perceived physical education (PE) ability and perceived PE worth within the Youth Physical Activity Promotion Model are positively associated with young people’s daily physical activity. The aim of this study was to qualitatively investigate the origins of students’ perceived PE ability (perceived competence and self-esteem) and perceived PE worth (attitude and enjoyment). Fifty-three PE students, aged 12–14 years (mean = 13.18), participated in semi-structured focus group interviews, which were recorded, transcribed and analysed inductively and deductively and represented as pen profiles. Analysis revealed three higher order themes relating to perceived PE ability (external feedback, perceptions of (in)competence and comparison against peers), and three higher order themes underpinning perceived PE worth (PE teachers, expectancy–value relationship and the physical experience of PE). PE should be perceived as interesting, relevant and meaningful by students and provide appropriate opportunities for success so as to influence lifetime physical activity habits.

scholarly journals Relación entre la actividad física escolar y extraescolar en estudiantes de escuelas públicas chilenas (Relationship between school and out-of-school physical activity in Chilean public school children)

Retos ◽  
2019 ◽  
pp. 393-399
Author(s):  
Michelle Marambio Miranda ◽  
Tamara Núñez Fernández ◽  
Jaime Ramírez Guajardo ◽  
Pablo Ramírez Eyraud ◽  
Ximena Alejandra Palma Leal ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
School Children ◽  
School Context ◽  
Physical Activity Promotion ◽  
Activity Levels ◽  
Physically Active ◽  
Activity Promotion ◽  
Las Mujeres ◽  
High Level

Introducción: La Educación Física escolar y extraescolar es una oportunidad para promover estilos de vida activos en escolares, propiciando un desarrollo saludable y prevención de enfermedades asociadas a la inactividad física. Objetivo: comparar los niveles de actividad física dentro y fuera de la escuela, en una muestra representativa de niños escolares participantes de un programa de promoción de actividad física. Métodos: un total de 318 niños y niñas (7 a 14 años) participaron de este estudio. Los participantes voluntariamente completaron el cuestionario PAQ-C, para determinar la actividad física realizada en los últimos 7 días. Se analizaron las variables mediante comparación de varianzas y las medias a través de la prueba T-student, del software SPSS V20. Resultados: La actividad física por sexo, presentó valores de medias similares, exceptuando la realizada en las tardes, en donde las mujeres realizaron mayor actividad física (p=0,006). Además, los días sábados, los niños realizaron más actividad física que las niñas (p=0,001). En cuanto a las preferencias de actividades, el baile es la principal opción en niñas y el fútbol la principal en niños (p=0,000). Se logró establecer una contribución de las clases de Educación Física en conjunto con las sesiones de las escuelas deportivas integrales en relación a la práctica total, siendo la media 4,2 entrando en la categoría: alto nivel de actividad física. Conclusión: La clase de Educación Física junto a las sesiones de las escuelas deportivas contribuye positivamente a la actividad física total.Abstract. Introduction: School and extracurricular physical education is an opportunity to promote active lifestyle in schoolchildren, fostering healthy growth and prevention of diseases associated with physical inactivity. Objective: to compare physical activity levels inside and out of the school context, in a representative sample of school children participating in a physical activity promotion program. Methods: a total of 318 boys and girls (7 to 14 years old) participated in this study. The participants voluntarily completed the PAQ-C questionnaire to determine their physical activity in the last 7 days. The variables were analyzed by means of comparison of variances and means through the T-student test on the SPSS V20 software. Results: By gender, physical activity presented values similar levels, except for that performed in the afternoons, where girls were more physically active (p= .006). In addition, on Saturdays, boys performed more physical activity than girls (p = .001). Regarding activity preferences, dance activities are preferred by girls whilst boys preferred soccer (p = .000). A contribution of physical education classes in combination with the sessions from comprehensive sports academies was detected regarding total practice, the average being 4.2, meaning that the category was “high level of physical activity”. Conclusion: physical education classes along with sessions from sports academies contributes positively to the total physical activity.

Partnerships for active elementary schools: Physical education outcomes after 4 months of a 2-year pilot study

2017 ◽  
Vol 76 (7) ◽  
pp. 763-774 ◽  
Author(s):  
R. Glenn Weaver ◽  
Collin Webster ◽  
Catherine Egan ◽  
Carolina Campos ◽  
Robert D Michael ◽  
...  
Keyword(s):  
Physical Activity ◽  
Elementary Schools ◽  
Pilot Study ◽  
Physical Education ◽  
Vigorous Physical Activity ◽  
Community Based Participatory Research ◽  
Physical Activity Promotion ◽  
Activity Promotion ◽  
Promotion Strategies ◽  
The Impact

Objective: This study assessed the impact of Partnerships for Active Children in Elementary Schools (PACES) on children’s moderate-to-vigorous physical activity (MVPA) during physical education (PE) and teachers’ incorporation of physical activity promotion strategies after one academic semester (i.e. 4 months) of the intervention. Design: Single group pre–post pilot study. Setting: Three elementary schools in one southeastern metropolitan city in the USA. Methods: Using principles of community-based participatory-research, researchers worked with teachers to identify contextually appropriate physical activity promotion strategies aligned with prevailing recommendations, principles and theories. Outcome measures included accelerometer-derived percent of time children ( N = 150) engaged in MVPA. The System for Observing Fitness Instruction Time+ assessed changes in teachers’ incorporation of physical activity promotion strategies. Multi-level mixed-effects linear regression estimated differences over time. Results: MVPA increased for girls (22.7%–26.6%) and boys (33.2%–39.0%). Small-sided games (1.0%–9.0%) and teachers’ verbal promotion of physical activity (6.4%–13.5%) increased while student’s off-task behaviour (6.0%–2.0%) decreased. Lines (20.2%–8.4%) and elimination games (21.6%–13.3%) decreased, but these changes were not statistically significant. Conclusion: PACES shows promise for increasing the percent of time children spend in MVPA during PE but requires further evaluation.

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